Originally set up as a single Reusable Learning Object, it is a companion piece to the Teaching/Learning Philosophy Chart...
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Originally set up as a single Reusable Learning Object, it is a companion piece to the Teaching/Learning Philosophy Chart where faculty can view options about their philosophy and decide how they may want to articulate those philosophies to their learners. Since many faculty aren't well versed in these philosophies, the companion chart provides a quick explanation of options and how they may be viewed in online learning. Students can be given both the Philosophy Chart and the Learner Role chart for analysis. Go to http://www.towson.edu/~mcmahon/generic/philosophychart.pdf Faculty can use this Student Role tool in a variety of ways and can post their own directions for use. It can be used as an assessment to match online learning potential with faculty/courses/programs. It can be used to help students understand and value why their learning style may be different from a professors instead of just grumbling about it. Appreciating style differences is part of learning about one's learning preferences.In faculty development and online training sessions, faculty can use these two tools to raise their consciousness of learning and teaching theories. In adult learning a goal is usually student inquiry and student directed learning so that students learn to take responsibility for their own learning. Using these charts will help students choose assignments and construct their own if faculty structure their courses to do so. Faculty from Parsons School of Design in New York, Brevard Community College in Florida, and Towson University in Maryland are early participants in using these tools which they use to improve online course development and teaching based on the student responses.

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